Genevieve Caffrey is a doctoral student in the Learning, Teaching and Curriculum Department at the University of Missouri-Columbia with an emphasis in justice-oriented, democratic social studies education. For 12 years she was an elementary educator and an active leader of Educators for Social Justice in St. Louis. She created the LETS ACT Framework and has presented the concept to numerous elementary educators across various cities.

Hadley Ferguson is a founding member of the Edcamp movement, which began in Philadelphia in 2009 with the first conference–Edcamp Philly. Since its inception in 2014, Hadley has been charged with driving and implementing the Edcamp Foundation’s vision and strategic plan, and oversees all operations from its headquarters outside of Philadelphia. From 2010 to 2014 Hadley was intimately involved in the organization and execution of many Edcamps in the Philadelphia area, and was integral in mobilizing EdcampIS (Independent Schools) and Edcamp Online (the first Edcamp to be hosted completely online from MIT’s Media Lab). Prior to her role as Executive Director, Hadley spent 14 years as a middle school Humanities and History teacher in an independent school in the Philadelphia suburbs where she served on and chaired many supervisory committees including New Faculty Mentoring, Mission Alignment, Supplemental Programs and Professional Development. Hadley, who homeschooled her four children until 8th grade, holds a BA and a MEd from Smith College and is married to her husband of 40 years. When she’s not driving ways to improve professional learning for educators, she can be found in her garden.

Jeffrey P. Carpenter, Ph.D. is Associate Professor of Education and Director of the Teaching Fellows Program at Elon University in North Carolina. He taught secondary English and ESOL in the U.S. and abroad for 10 years before transitioning into teacher education. His research interests include collaborative learning, social media, and 21st-century teaching and learning. His research has been published in outlets such as Teaching and Teacher Education, Journal of Research on Technology in Education, and Professional Development in Education. He can be found on Twitter @jeffpcarpenter or via e-mail at jcarpenter13@elon.edu.

In episode 97, Dan and Michael picked 9 social studies journal and book series editors to participate in a session to find out what happens when editors stop being polite and start getting real…The Real World. This episode was recorded live before a studio audience at the 2018 College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) Annual Meeting.

Books, Articles and Other Amazing Resources

NOTE: The journal editors below do not include all editors for the journal, but just those guests who appeared on the episode. We are still updating the information for some journals and editors.

The purpose of Theory & Research in Social Education is to disseminate high-quality empirical research about K-12 social studies education, preservice social studies education, and other topics related to civic/social education and historical understanding. The audience for TRSE typically consists of scholars of social studies education and educational policymakers. Submission requirements for TRSE can be found at https://www.tandfonline.com/action/authorSubmission?journalCode=utrs20&page=instructions

Any questions related to TRSE can be directed to Dr. Wayne Journell, Editor (associate professor, University of North Carolina at Greensboro, awjourne@uncg.edu)

Journal of Social Studies Research with guest editor William B. Russell III

The Journal of Social Studies Research (JSSR) is an internationally recognized peer-reviewed journal designed to foster the dissemination of ideas and research findings related to the social studies. JSSR is the official publication of The International Society for the Social Studies (ISSS). JSSR is published four times per year (winter, spring, summer, & fall). Find more: https://www.journals.elsevier.com/the-journal-of-social-studies-research/

Oregon Journal for the Social Studies (OJSS) with guest editor Kenneth Carano

The Oregon Journal of the Social Studies is a peer-reviewed, electronic journal that provides an outlet for P-16 social studies research, best practices, lesson plans, & reviews. The OCSS is currently issuing a call to submit manuscripts for a special issue on Ethnic and Indigenous Studies in Social Studies Education. Additionally, we welcome inquires on special issues. You can contact the editor, Ken Carano, at caranok@wou.edu.

Ken Carano is an associate professor of social studies education at Western Oregon University. In addition to his editorial duties for OJSS, he is also programs coordinator for the Center for Geography Education in Oregon. Prior to his experience in higher education he taught high school social studies for 9 years. Additionally, he taught elementary students in Suriname, South America, where he was a Peace Corps Volunteer. His scholarship interests include preparing teacher candidates to instruct from a humanizing and social justice framework in order that students develop empathy and become critically literate citizens in an increasingly interconnected world. He will respond to your tweets at @caranowou.

Social Studies Journal is a peer-reviewed open access publication of the Pennsylvania Council for the Social Studies and was first published in 1967. I assumed editorship in 2016 and Sarah Brooks came on board as Associate Editor in 2017. SSJ accepts submissions of original, full-length manuscripts that focus on research and/or practice in PK-12 social studies education, teacher preparation, and teacher professional development. SSJ welcomes submissions from established and emerging scholars as well as PK-12 teachers and other education professionals in the field of social studies. We publish two issues per year, fall and spring, and accept manuscripts on a rolling basis and via a biannual call.

SSJ prides itself on a substantive, yet expedient, peer review process where each manuscript is reviewed by at least two scholars and often at least one practicing teacher. SSJ is also proud to be accessible for practicing and in-service teachers while also upholding high standards for grounding practice in established research and theory. Three times in the last three years, scholars have published papers with graduate students including, for example, our most recent issue: Anne-Lise Halvorsen and Maribel Santiago published with their students, Eliana Castro and Alyssa Whitford.

Social Studies Research and Practice (SSRP) with guest editor Cynthia Sunal

Social Studies Research and Practice is a peer reviewed online journal providing a forum for the dissemination of research, action research on social studies education. It further disseminates knowledge and understanding of emerging instructional practices and curriculum in social studies education. Queries can be directed to Cynthia Szymanski Sunal at cvsunal@ua.edu. Manuscripts are submitted at https://mc.manuscriptcentral.com/ssrp

The Executive Editor is Cynthia Szymanski Sunal, Professor of Social Studies Education and Department Head, Curriculum and Instruction, at The University of Alabama.

Research in Social Education book series by Information Age Publishing with guest editor Brad Maguth

Research in Social Education is a premier book series, edited by experienced contributors, which has a strong tradition of contributing knowledge in the areas of social education and social studies education. Book volumes are thematic, report on timely and significant issues and topics in the field, and communicate conceptual or empirical research findings. The series encourages global and multicultural voices and perspectives, and innovative contributions that question and investigate different dimensions and disciplines of social education. You can locate information about currently published and forthcoming books in the series at: https://www.infoagepub.com/series/Research-in-Social-Education

Queries for those interested in submitting a book proposal can be directed to Brad Maguth at bmaguth@uakron.edu

The co-editors are Brad Maguth, Associate Professor of Social Studies Education at The University of Akron, and Merry Merryfield, Professor Emertus, of Global and Social Studies Education, at The Ohio State University.

Social Studies and the Young Learner (SSYL) with guest editor Scott M. Waring

The goal of Social Studies and the Young Learner is to capture and enthuse elementary teachers across the country by providing relevant and useful information about the teaching of social studies to elementary students.The teaching techniques presented in this peer-reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom success. SSYL is published quarterly: September/October; November/December; January/February; and March/April. Members who receive SSYL also get two issues of Social Education—the May/June issue (which includes the Notable Trade Books for Young People list) and the September issue. Find more: https://www.socialstudies.org/publications/ssyl

Contemporary Issues in with guest editor Scott M. Waring

Contemporary Issues in Technology and Social Studies Teacher Education is sponsored by the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies. The purpose of this journal is to provide a forum for reporting on research relating to social studies content, teacher education, and technology. Although research reports and theoretical articles which address social studies technologies in teacher education are the main focus of the CITE Journal, we are also interested in publishing scholarly research on social studies teacher education that makes creative use of technology in the presentation of the article on the Web. Because the journal provides a unique opportunity for dialogue, we encourage commentary on existing articles. These commentaries will be refereed and are presented along side the original in later editions. CITE — Social Studies Education is edited by Richard Hartshorne & Scott M. Waring. Find more: https://www.citejournal.org/category/social-studies/

Marti Tippens Murphy has served as the executive director of Facing History and Ourselves’ Memphis office since 2014 but her roots with the organization date back to 1997. Her love for history and passion for storytelling led her to the organization’s Los Angeles office after receiving a master of arts in journalism from California State University Northridge. Prior to that, she received her bachelor of arts in international relations from Rhodes College. Since returning to her hometown of Memphis, she’s led the Facing History Memphis team through multiple initiatives that aim to foster community, empower young people, and generate conversations about today’s equity and justice issues by looking through the lens of history.

In this episode, Dan and Michael chat with Sarah Shear, Leilani Sabzalian, and Lisa Brown Buchanan about their new Social Studies and the Young Learner article, “Affirming Indigenous Sovereignty: A Civics Inquiry.”

Sarah B. Shear, Assistant Professor, Social Studies Education, Penn State University-Altoona. Her work examines race/ism and settler colonialism in K-12 social studies curriculum, specifically state-mandated standards and textbooks representations of Indigenous peoples and nations. Sarah’s work also examines settler colonialism in teacher education, film, and qualitative inquiry. You can find out more about her by visiting her website, http://sarahshearphd.com.

Leilani Sabzalian (Alutiiq), is an Assistant Professor of Indigenous Studies in Education at the University of Oregon. Her research focuses on creating spaces to support Indigenous students and Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and practice. Learn more about Dr. Sabzalian at https://education.uoregon.edu/users/leilani-sabzalian.

Lisa Brown Buchanan is an Associate Professor of Elementary Social Studies at the University of North Carolina-Wilmington. Her research focuses on preparing preservice teachers to teach for topics of race, rights, immigration, family structure, and religion through the use of film, children’s literature, historical sources, and discussion. Learn more about Dr. Buchanan at http://people.uncw.edu/buchananl/.

The Civic Engagement Research Group created the Educating for Democracy Deep Dive with the Teaching Channel, which is a curated collection of videos, educational resources, blogs, articles and relevant research related to democratic education.

The Digital Civics Toolkit is another resource for educators that Erica developed in partnership with Carrie James and Sangita Shresthova that focuses in on the digital dimensions of civic engagement. It’s also embedded within the Teaching Channel Deep Dive.

Biographies

Erica Hodgin is the Associate Director of the Civic Engagement Research Group (CERG), http://www.civicsurvey.org, at the University of California, Riverside and the Project Director of the Leveraging Equity and Access in Democratic Education (LEADE) Initiative.

Joseph Kahne holds the Dutton Presidential Chair for Education Policy and Politics at the University of California at Riverside. His work can be found at @jkahne, jkahne@ucr.edu, and civcisurvey.org.

In Episode 87, Dan and Michael chat with Tamara Shreiner about her recent article published in Theory and Research in Social Education titled “Data Literacy for Social Studies: Examining the Role of Data Visualizations in K-12 Textbooks.” Dr. Shreiner describes data visualizations in our society and shares how to teach about and with them.

Dr. Tamara Shreiner is interested in the ways that people construct an understanding of the past across different scales of time and space, as well as the ways that people use their historical understanding to make sense of and reason about contemporary political and civic issues. Much of her current scholarship focuses on teaching and learning in world history, and on how people make sense of and use data visualizations as part of the historical and civic inquiry processes. You can contact Dr. Shreiner at shreinet@gvsu.edu.

In Episode 86, Michael chats with Bruce A. Lesh about his book “Why wont you just tell us the answer?”: Teaching historical thinking in grades 7 – 12. Bruce fields questions from participants in a book club study with #sschat. In this interview, Bruce discusses the benefits of historical thinking, teacher prep, assessments and how to make a good historical investigation.

In Episode 82, Dan and Michael chat with Alex Cuenca of Indiana University about preparing social studies teachers and his Social Education article on the new National Standards for the Preparation of Social Studies Teachers.